Classroom Guidance:
A Few of
My Favorite Things
Nov. 19, 2016
Julie Baumgart, NCC, NCSC
School Counselor
[email protected]
The Method to My Madness…
My philosophy: Classroom Guidance is the single best way to connect with ALL students in the
building while still performing a counseling role (imagine that!). To that end, when I worked 3
days/week in an elementary setting, I devoted one day per week to classroom guidance, enabling
me to visit each classroom on a monthly basis. As my caseload for individual and group students
was so high (like everyone else’s), this left me very little prep time, so I needed to find an
efficient way of organizing my classroom lessons.
I begin the year by selecting a counseling theme for each month. Typically:
 August/September
Meet the Counselor (K-2) and Test Prep (3-6)
 October
Drug/Alcohol/Tobacco
 November
Bullying
 December
Kindness/Friendship
 January
Diversity
 February
Tattling (K-2) and Careers (3-6)
 March
Teacher’s Choice
 April
Teacher’s Choice
 May
Teacher’s Choice (K-5)/ Middle School Prep (6)
Frequent Teacher’s Choice topics are honesty, responsibility, respect, listening, anger,
teasing…but if you ask, they’ll always be able to tell you their current “hot topic”.
“My Counseling Binder” contains dozens of classroom lessons
 Organized by grade level
 Labeled by topic
 Named/Dated for each time the lesson was used
Once I have chosen the monthly themes, I have essentially completed my lesson planning! It
becomes a matter of pulling that lesson out of the binder and gathering my supplies.
I have written some of my own lessons, but many are adapted or stolen from my counseling
colleagues. I attend workshops, conferences, etc. whenever possible and make it a point to
always come away with something—usually several things. Then it’s simply a matter of
choosing where it best fits in the binder.
Here are some of my favorites…
Lesson: The Crayon Box That Talked
Grade Level: K
Time: 30 minutes
Theme: Diversity
Materials:
The Crayon Box That Talked by Shane DeRolf
Crayons
2 Large Sheets of Butcher Paper
1. Invite students to draw one class picture using only blue crayons. (One child draws
house, another child draws sun, another adds a flower, etc.)
2. Read The Crayon Box That Talked. Discuss diversity.
a. What does diversity mean?
b. What are some things that are better with diversity?
c. What would be the problems if everyone was the same?
3. Invite remaining students who have not drawn (one at a time) to re-draw the same picture
using all colors.
a. Which picture do you think is prettier?
b. Both pictures have the same things in them. Why is this picture better?
Picture Subjects
House
Tree
Sun
Pond/Lake
Grass
Girl
Boy
Dog
Flower (as many as needed to allow each child an opportunity to draw)
Rainbow (teacher/counselor should do this one)
Grade Level: 1
Time: 30 minutes
Theme: Listening/Following Directions
Materials:
None
1. Introduce myself and invite the children to stand.
2. Play Simon Says (5 minutes)
a. No one is “out”, but remember if you “should” have been out
3. Discussion (5 minutes)
a. What happened if you weren’t listening/paying close attention?
4. Break into small groups (approx 6 per group) and sit in circles
5. Play telephone (5-10 minutes)
6. Discussion (5 minutes)
a. Everyone tried hard, but message still changed—numerous places for the change
to happen (can introduce the idea of rumors if needed)
7. Wrap Up (5 minutes)
a. How are the 2 games alike/different?
i. Both rely on listening skills
ii. Aloud vs. whisper
iii. Hearing only vs. sight and hearing
iv. Impact of distractions
b. How would I know someone was being a good listener? (physical cues)
c. What times in your day do you need to be an active listener and why is that
important?
Lesson: Alexander and the Terrible, Horrible, No Good, Very Bad Day
Grade Level: 2
Time: 30 minutes
Theme: Anger Management
Materials: Alexander…by Judith Viorst
Anger Ball (see below)
1. Begin by discussing what types of things make you angry.
2. Read Alexander…. (Invite students to chime in with “Terrible, Horrible, No Good, Very
Bad Day” and make a very mean face every time the phrase appears.)
o Discuss what happens to their bodies when making the angry face. (Face turns
red, tension in neck, clenched teeth, clenched fists, etc.)
o Discuss how those body cues can help us identify when anger is beginning.
3. Use anger ball to identify and rehearse strategies for anger management.
o Make your own anger ball using beach ball and sharpie--List strategies for
controlling anger on the ball.
o Students toss ball to one another and must read and demonstrate whatever is
closest to their right hand.
Lesson: Dollar Bill Jump
(This activity was stolen from Activities That Teach by Tom Jackson)
Grade Level: 3
Time: 15-20 minutes (generally paired w/another related activity)
Theme: Drugs/Alcohol
Materials: Masking tape line on floor
1. Explain to students the task: To jump over the line while holding onto their toes. Ask
students who is pretty sure he/she can successfully complete the task. (Most will think
they can.)
2. Invite students who wish to try to come to front.
3. Discussion.
a. How hard did this look? How hard was it?
b. Impairment by drugs/alcohol can make you think something is pretty easy.
c. Numerous additional discussion questions listed in Activities That Teach.
Lesson: Left Out
(This activity was stolen from Activities That Teach by Tom Jackson.)
Grade Level: 4
Time: 30 minutes
Theme: Cliques
Materials: None (but will need a large space to move around)
1. Explain rules/game play.
a. Leader will call out number and students must quickly move into groups of that
number. Students who cannot make a group of that number are “out”.
b. No running.
c. In case of discrepancy over who is “out”, group must decide.
2. Call out numbers (I always start with the total number of students).
3. Discuss dynamics as game is completed.
a. How did it feel to be “out”?
b. What did you observe about how the groups formed? (Frequently, groups of
friends will stick together…remaining students of single gender will group
together…someone will “lead” the group by inviting people in or kicking people
out…)
c. What is a clique?
d. What can this activity demonstrate about cliques?
e. More questions in Activities That Teach.
4. Play additional rounds as time permits.
Lesson: You Are Special
Grade Level: 5
Time: 30 minutes
Theme: Friendship/No Put-Downs
Materials:
Gold Stars and Gray Dots (50 of each)
You Are Special by Max Lucado
1. Instruct students you will ask them a multiple choice question. They are to move to
different corners of the room to designate their answers.
o What is your favorite sport? (baseball, basketball, football, soccer)
2. Distribute gold stars to one group randomly, claiming they are “same as me”, and gray
dots to one group who “likes something I don’t”, etc.
3. Ask second question and distribute more stars and dots. (Call attention to how there are
stars and dots in the same group now.
o What is your favorite food? (ice cream, pizza, chips, chocolate)
4. After asking the third question and distributing stars and dots, additional stars and/or dots
may be handed out for “no reason” (you have a lot of dots-here’s one more, etc.)
o How many brothers/sisters do you have (do not count yourself)? (0, 1, 2, 3+)
5. Continue with questions as desired.
o What month were you born? (Jan-Mar, Apr-Jun, Jul-Sep, Oct-Dec)
DISCUSSION
1. How did it feel when I handed out stars and dots?
2. Did anyone receive all stars? All dots? How did that feel?
3. Did anyone not receive any stars or dots?
4. Raise your hand if you have ever seen anyone “get a gray dot” in real life. Maybe
someone dropped their books in the hall and someone laughed at them…maybe someone
spilled their lunch…maybe someone wasn’t very good at a game in PE or recess…What
did you do? How do you think they felt?
Read You Are Special
Parting Message:
We give stars and dots often for meaningless things, or things over which people have no
control. Maybe someone doesn’t have the newest clothes, maybe they look different than
you…We need to avoid giving dots, and we need to stick up for someone when they’ve
received a dot.
BOOK CLUBS
Issues of peer relationships and academic success are very common in the upper elementary
grades. The counselor’s book clubs will allow students to address some of these issues in a small
group setting. They can learn to identify some of the problem warning signs and practice
strategies and solutions.
There will be eight different book clubs, each covering a different issue (homework, test
taking, organization, stress, manners, anger, cliques, and bullying). In addition to parent or
teacher referrals, students would be allowed to sign up for a book club, which would take place
during recess once a week for 4-6 weeks. Students would read aloud sections of the book and
then discuss and strategize solutions.
How to Do Homework Without Throwing Up
True or False? Tests Stink!
Bullies are a Pain in the Brain
Dude, That’s Rude! (Get Some Manners)
Get Organized Without Losing It
Stress Can Really Get On Your Nerves
Cliques, Phonies, and Other Baloney
How to Take the Grrr Out of Anger
MISCELLANEOUS RESOURCES


ASCA-- www.schoolcounselor.org
State SCAs

www.teachingtolerance.org
o Curriculum Kits containing video, teacher’s guide, etc.
o Classroom Resources (lesson plans)
o Monthly Magazine
o One World Poster Set
o Mix It Up at Lunch

www.forbetterlife.org
o Billboard Posters
o Commercials

www.legacyproject.org
o Lesson Plans
o Grandparent’s Day
[email protected] (email)
o Tool Kits
www.militaryonesource.mil
o Resources for military families


More of My Favorite Things
BIBLIOTHERAPY
TITLE
Finders Keepers for Franklin
Franklin’s Secret Club
The Sissy Duckling
Today I Feel Silly
Alexander and the Terrible,
Horrible, No Good, Very Bad
Day
Mean Soup
The Other Side
Tacky the Penguin
The Sneetches
Too Many Daves
The Crayon Box That Talked
Something Special
Bourgeois, Paulette
Bourgeois, Paulette
Fierstein, Harvey
Curtis, Jamie Lee
Viorst, Judith
GRADE
LEVEL
K-2
K-2
2-4
K-2
2
Everitt, Betsy
Woodson, Jacqueline
Lester, Helen
Seuss, Dr.
Seuss, Dr.
DeRolf, Shane
McPhail, David
K-2
5
1
2
2
K
1
You Are Special
The Goodness Gorillas
Lucado, Max
Chicken Soup for Little
Souls
Simmons, Steven
Bosak, Susan
Teague, Mark
Penn, Audrey
5
3-5
Brumbeau, Jeff
Henkes, Kevin
Buehner, Caralyn
Munson, Ellen
Sheindlin, Judge Judy
2-4
1-3
2-4
2-4
3
Kindness/Golden Rule
Goal Setting
Perspective
Starting
School/Separation from
Parents
Generosity/Kindness
Worrying
Decision Making
Friendship
Decision Making
Lachner, Dorothea
Silverstein, Shel
Burnett, Karen Gedig
Cook, Julia
Breathed, Berkeley
Monson, A. M.
Brown, Laura Krasny
and Marc
Scieszka, Jon
2-4
4-6
1-3
1-3
1-4
1-3
1-3
Anger
Kindness/Generosity
Teasing/Put-Downs
Interrupting
Lying
Friendship
Friendship
2-4
Perspective/Point of
View
Alice and Greta
Dream
Dear Mrs. LaRue
The Kissing Hand
The Quiltmaker’s Gift
Wemberly Worried
I Did It, I’m Sorry
Enemy Pie
Win or Lose By How You
Choose
Andrew’s Angry Words
The Giving Tree
Simon’s Hook
My Mouth Is A Volcano
Edward Fudwupper Fibbed Big
Wanted: Best Friend
How To Be A Friend
The True Story of the 3 Little
Pigs
AUTHOR
2-4
4-6
3-4
K-1
THEME
Anger
Diversity
Diversity
Diversity
Diversity
Diversity
SelfEsteem/Uniqueness
Kindness/Friendship
Kindness/Friendship
Honesty
Friendship/Cliques
Diversity
Feelings
Anger
Mistakes That Worked
King of the Playground
The Recess Queen
Pigsty
Armadillo Tattletale
Chrysanthemum
My Secret Bully
The Pain and The Great One
Charlie the Caterpillar
Owliver
Band Aid Chicken
Stand Tall, Molly Lou Melon
The Bully Blockers Club
Crickle Crack
CDS/VIDEOS
TITLE
Howard Gray (song)
Bullies Are a Pain In
the Brain (video)
Broken Toy (video)
CURRICULUM
TITLE
I Didn’t Know I Was
A Bully
Activities That Teach
series
Froggy & Friends
series
Character Building
Classroom Guidance
201 Amazing Mind
Bogglers
169 Awesome
Activities
Jones, Charlotte
Naylor, Phyllis
O’Neill, Alexis
Teague, Mark
Ketteman, Helen
Henkes, Kevin
Ludwig, Trudy
Blume, Judy
DeLuise, Dom
Kraus, Robert
Henton, Becky Rangel
Lovell, Patty
Bateman, Teresa
Cosgrove, Stephen
5-6
1-3
2
K-2
2-4
1
4
3-5
2-4
1-3
K
1
2
2
Persistence
Bullying/Bossiness
Bullying/Bossiness
Sloppiness
Tattling
Bullying/Friendship
Bullying
Fairness/Sibling Issues
Friendship
Careers
Bullying
Bullying/Self-Esteem
Bullying
Drugs
AUTHOR
Domann, Lee
Romain, Trevor
GRADE LEVEL
5-6
3
THEME
Bullying
Bullying
NCYI
6
Bullying
AUTHOR
Richards, Melissa
GRADE LEVEL
4
THEME
Bullying
Jackson, Tom
3-6
Multiple
Guild, Kathy
K-2
Multiple
Martenz, Arden
4-6
Multiple
Bowman, Robert
4-6 (all)
Multiple
Martenz, Arden
All
Multiple